Interactive forms of organization of the educational process. Active and Interactive Teaching Methods: Overview, Classifications and Examples

"Interactive teaching methods and techniques"

in usSection #1

"Relevance of the chosen topic"

Who doesn't want to know English? I don't think there is anyone who can answer this question in the negative. Without knowledge of English, it is impossible to travel, learn the culture of other nations, have a prestigious job...

But when learning a foreign language, there are many problems.

One of them, in my opinion, is the problem of learning to speak. Practice shows that very often the student experiences the so-called "language barrier".

As my own teaching experience shows, it is not always possible to achieve results in speaking using traditional methods and forms of work. The interaction of all participants in the process is necessary. Interactive methods and techniques meet these requirements. Practice shows that the introduction of such methods allows for a fairly short period of time to transfer a fairly large amount of knowledge. With the help of these methods, opportunities are created to reveal the personal potential of each student. They allow you to teach the student to practically use the knowledge of a foreign language.

Also, these methods help to diversify educational activities, and contribute to increasing motivation for learning.

But in order to achieve all these results, the teacher needs to organize the educational process with the unconditional provision of comfortable conditions for the student.

Section 2

"Types of methods and techniques and their application in practice"

What are Interactive Teaching Methods?

Interactive methods are based on interaction schemes "teacher = student", "student = student", "student = class", "group = group". That is, now not only the teacher involves children in the learning process, but also the students themselves, interacting

with each other, affect the motivation of each student. The teacher only plays the role of an assistant. Its task is to create conditions for the initiative of children.

Tasks of interactive teaching methods:

* teach independent search, analysis of information and development of the correct solution to the situation.

* teach how to work in a team, respect the opinions of others, show tolerance for a different point of view.

* teach to form their own opinion based on certain facts.

Classification of teaching methods and their practical application.

Methods are classified according to different criteria:

by the nature of educational activities: reproductive, problematic, research, search, explanatory and illustrative, heuristic, etc.;

according to the degree of activity of the teacher and students: active and passive;

according to the source of educational material: verbal, visual, practical;

according to the method of organizing educational and cognitive activities: methods for the formation of ZUN in practice, methods for obtaining new knowledge, methods for testing and evaluating.

Within the framework of the GEF, the use of the following interactive methods is expected:

* Round table (discussion, debate) - a group type of method that involves a collective discussion by students of a problem, proposals, ideas, opinions and a joint search for a solution.

* Business games(including role-playing, imitation, hole) is a fairly popular method that can be used even in elementary school. During the game, students play the roles of participants in a particular situation, trying on different professions.

* Case method. Students are offered a situation (real or as close to reality). Students must explore the situation, offer options for resolving it, and choose the best possible solutions.

* Method of projectsinvolves an independent analysis of a given situation and the ability to find a solution to the problem. The project method combines research, search, creative methods and teaching methods according to the Federal State Educational Standard.

* Interactive lesson using audio and video materials, ICT . For example, online tests, work with electronic textbooks.

* Problem method- involves the formulation of the problem (problem situation, problematic issue) and the search for solutions to this problem through the analysis of similar situations (issues, phenomena).

In the learning process, the teacher can choose as one method (or technique), and / or use a combination of several. Each teaching method contains a set of techniques that help to most effectively implement the method in practice.

There are manyteaching methods used in today's classroom. Let's consider some of them in more detail.

1. "Brainstorm"

A good way to find new ideas. Increases the activity of schoolchildren in the classroom, as all students are included in the work. When it is applied, activity and personality-oriented approaches are implemented. This technique is good because it can be applied at many stages of the lesson. There are quite a few varieties of brainstorming: reverse, shadow, individual, on the board, shuttle, combined, visual, solo, etc.

« Back "Brainstorming" is used more often in the course of work on systematizing the material or in working on errors. The main tasks of "reverse brainstorming": to find errors and try to eliminate them.

« Combined brainstorming is a combination of direct and reverse. It is good to use it to analyze some work performed, to identify its shortcomings.

"Individual Brainstorming" can be used as homework, when the student is invited to independently at home (it is possible within a few days) to think over the answers (out of any situation) and offer their ideas in the lesson.

"Brainstorming on the board" best suited for the initial stage of the lesson as a goal setting. Here there is an opportunity for each student to speak, and the teacher can fix everything on the board and during the lesson, to consolidate the material, you can work with these ideas.

"Solo" is used throughout the work on a topic (problem), when students collect their ideas, fix them in a notebook or special cards. You can start working with this type of “assault” from the very beginning of the topic, and at the end of the topic discuss the results.

These techniques can be used in various forms of work, and as practice shows,

students are interested in working, applying these techniques in practice.

2. "Snowball"

This technique can be used to form oral speech skills and to form and activate lexical and grammatical materials. “The growth of a snowball can take place along two lines” - with an increase in vocabulary and / or grammar. This technique is good because a lot of topics are combined with it (books, character, appearance, relationships, etc.)

For example, when studying the topic "Mass media”( books)you can use this option:I like reading books~ I like readingelectronic books~ I like reading e-booksbecause they are easy to use ~ I like reading e-books because they are easy to use, compact andreliable~ I like reading e-books because they are easy to use, compact and reliablewhich is really important to me....

3. "cluster »-

It is a graphic form of information organization.when the main semantic units are singled out, which are fixed in the form of a diagram with the designation of all the links between them. The main concept, thought, is located in the center, large semantic units are indicated on the sides, connected to the central concept by straight lines. You can also depict this technique in the form of a "bunch". These can be words, phrases, sentences expressing ideas, thoughts, facts, images, associations related to this topic. This technique is good to use to solve some problem at the stage of fixing the material during systematization (repetition), when working with text, when repeating at the beginning of a lesson, when introducing a topic, when controlling.

Let's take a look at some of the ways you can use this technique. In grade 9, the topic “Countries. UK, US and Russia. To activate the LE and systematize the material, you can use this "cluster".

AT 7 Much time is devoted to the study of the topic in the classroom. Teens problems. Main points of this topic for discussion can also be arranged in the form of a cluster, then using other methods, discuss problems and ways to solve them.

This technique helps the teacher to track the level of knowledge of the material, contributes to gaining experience in working in a group, helps to find connections between concepts. It should be noted that this technique is also good in that incorrect assumptions can be corrected, filling cells with new information (adding it as the topic is studied).

4. "Fishbone »

This technique can be used as a separately used methodological technique to analyze a situation, or act as a strategy for the whole lesson. It is most effective to use it during the lesson of generalization and systematization of knowledge. Work on filling out the scheme can be carried out in an individual or group form. It is advisable to present the result of the work in the form of a presentation at the end of the lesson. What else is good about this approach? It allows you to “break down” a common problematic topic into a number of reasons and arguments. Visually, the "bone" can be located both horizontally and vertically. In the "head" lies a problem that needs to be solved. Then on the sides are the reasons and facts, and at the end in the "tail" - the conclusion.

Students can be offered some text of problematic content (This can be a video). For example "Ecology. Environment. Problems. We can protect the environment.”These topics are relevant and studied in many classes. Students need to find out the causes of environmental problems: fires, poaching, mismanagement of natural resources, exhaust fumes, etc. Then it is proposed to think about the facts: health problems, the disappearance of many species of plants, animals, birds, pollution of resources, etc. In the end, it is necessary to draw a conclusion: respect for nature, the construction of special purification systems, the transition to less toxic fuels, the recycling of raw materials, etc.

This technique can be used in absolutely any topic and in any mode of operation.

As practice shows, using this method, students more successfully cope with the tasks and objectives of the lesson, better master the LE, try to build logical statements and more detailed sentences. For many, the “language barrier” disappears.

5. "POPS formula"

It is an effective tool for monitoring the quality of assimilation of educational material by students in all humanitarian disciplines. This technique helps to consolidate the material covered and identify "gaps".

The structure of the POPS formula contains 4 important components, which represent the decoding of the first letters of this abbreviation and are necessary elements for constructing the text.

P- position. It is necessary to express your own opinion on the given problem. To do this, you can use the following wording: "I believe that ...", "In my opinion, this problem deserves / does not deserve attention", "I agree with ...".

O- substantiation, explanation of one's position. Here it is necessary to give all possible arguments confirming your opinion. The answer must be justified. It should touch upon points from the studied course or topic, disclose definitions and concepts. In this block, the main question is - why do you think so? And this means that it should be opened with the words "Because ..." or "Because ...".

P- examples. For clarity and confirmation of the understanding of your words, it is necessary to cite facts, and there must be at least three of them. This item reveals the ability of students to prove the correctness of their position in practice. The main thing is that they are persuasive. The phrases used in this step are "For example ...", "I can prove this with an example ...".

With- consequence (judgment or conclusion). This block is final, it contains your final conclusions confirming the stated position. The beginning of sentences in it can be like this: "Thus ...", "Summing up ...", "Therefore ...", "Based on what has been said, I conclude that ...".

I successfully use this technique in high school to write the OGE (USE). It can be used in the preparation of both oral and written parts.

6 "Catch the mistake"

This technique has no drawbacks, if everything is organized correctly. This technique can be used at all stages of the lesson (at the beginning of the lesson to activate existing knowledge, in the middle of the lesson to repeat the studied material, as well as at the stage of reflection in order to summarize). Students are offered material (text) in which errors are made. These may be errors in both vocabulary and grammar. They need to find them. Work can be done individually, in pairs, in groups.

This text brings together several themes. The text contains 20 errors.

7. "Restore the story"

A good technique for summarizing and consolidating the material. And also to control the material covered (LU, grammar ..) It can be carried out in several ways:

The first way: Each student receives sentences that must be arranged in the correct order and restore the logical sequence of the entire text. Work can be done in pairs or individually. Then students can be asked to tell the resulting version of the story.

The second way: You can give text where words are missing (or words are replaced by pictures). Restore text by inserting words or replacing pictures with words. After completing the task, you can arrange mutual control in pairs. This technique is very popular with children of junior and middle level, because children like to work with pictures, crosswords and other similar tasks.

8. “I know, I want, I can”

This is a very convenient way of structuring and systematizing the studied material. It will be effective to use the “I know. I want to know. Learned” in the lesson, which will be followed by further research activities of students. Working with the table is a kind of installation for subsequent independent activity.

Filling out the ZHU table

A table is drawn in student notebooks and on the board, which will be filled in during the entire lesson.

At the beginning of the lesson, based on the answers of students on the material covered, the “I Know” column is filled in.But first you need to pose a “problem” and at the stage of transition to working with information, you can fill in the first column. There may be LU and answers to questions, associations, etc.

Immediately, after filling in the "I know" column, new questions are formulated, the answers to which the guys would like to receive after studying the topic. They are written in the second column. The help of the teacher is important here, he should motivate students to reason: What else would you like to know? What can you learn in class today?

At the end of the lesson, students draw conclusions and write down what they learned in the third column.

Depending on the age category of students, the table can be modified and used in the work as an option that is more understandable and interesting to children. So, for example, in primary school it will be easier to apply the following wording: “Already knew (or guessed). Learned. It remains unclear." The main thing to remember about the purpose of the method is to develop the skills of independent work with the available information.

For example, in elementary school in grade 4, the topic “Animals".Students already know from previous classes the names of many animals and birds, their colors, what they can do. We fill in the “I know” column, remembering the LE on this topic and answering the teacher’s questions.

At the next stage of the lesson, we ask the question “what else would we like to know about animals?” For example, where do they live? what do they eat? what benefits do people get? At the “reflection” stage, we summarize: can we answer these questions?

I often use this technique at the stage of the lesson "goal setting" and "reflection".

Consider how you can practically apply several techniques in one or two lessons (for example, the topic« The root of all evil" in 10th grade textbook“New Millennium English”).

Lesson subtopic:Fighting for life” . Students are invited to discuss and analyze the causes and consequences of poverty and find ways to solve the problems of poverty (the poor) in the country. At the initial stage of the lesson, to activate vocabulary, the teacher can use the technique "brainstorm ».

Students remember words related to this topic. This can be done frontally, in pairs, groups. Words can be written on pieces of paper or on the board.

This approach can be replaced byassociative series ” or “a series of associations”, which pursues the same goals and objectives as “brainstorming”.

Words (expressions) can be represented as a scheme, table (cluster). Of course, in the course of this task, new vocabulary will appear. The teacher needs to help students in their work and fix the necessary new vocabulary on the board.

Then, in the next step, students need to think about the causes and consequences of poverty. This task can be done in the form of a "cluster" or use the "fishbone" technique. This activity is best done in small groups.

To check and discuss this task, the teacher prepares answers in advance (can be presented in the form of a presentation), discusses and analyzes the received options with students.

Next, students can be asked to completeZHU table. At this stage of the lesson, it is already possible to summarize the preliminary results: what students know about this topic and what they would like to know (How to solve this problem? ). The students are given a speech task: How can this problem be solved?

Here you can use "problem method and techniques such asPOPS formula , « cluster " or "fishbone ". The students work in groups. Each group works on this problem and develops ways to solve it in the form of a "cluster".

They then present their results to the class, comparing and analyzing the results.

But before answering this question, students need toprove , whatpoverty is a really big problem . To solve this problem, students are invited to listen to the first part of the text and answer questions on the assignment.

Students are then asked to complete reading assignments. Students activate the LE and select the necessary information for further work on the topic. The new LE that appears during the reading is also recorded in the notebook.

To summarize, you can use the method"POPS formula". This technique helps students express their own opinion, explain their position and draw conclusions from what has been said.

In the course of performing these tasks, students activate LE. To activate and control the LE on this topic, you can use the techniques"snowball », « catch mistake " or "restore the story ».

At the end of the lesson, the last part is completedZHU tables . What did we want to know? What do we know as a result? Were we able to answer the basic questions posed at the beginning of the lesson?

Thus, we can conclude that in one or two lessons you can apply several methods and techniques of working with the material at once.

At the end of the topic“The root of all evil”The students prepared a lesson in the form of a business game according to the scenario proposed in the textbook.

Conclusion:

The use of interactive methods and techniques helps to increase the intellectual activity of students and the effectiveness of lessons. Interactive techniques and teaching methods ensure the strength of knowledge, creativity and imagination, team spirit, freedom of expression and mutual respect for all participants in the educational process.

The classification of teaching methods according to the level of activity of students includes the following groups:

- passive;

– active;

- interactive.

In the process of application passive methods learning, the student acts as learning object, he must learn and reproduce the material that is transmitted to him by the teacher - the source of knowledge. Such methods are called reproductive. Usually this happens when using a lecture-monologue (one-way transmission of information from a teacher to a student), reading, demonstration. Students do not cooperate with each other and do not perform any problem tasks.

When applied active methods learning, the student becomes the subject of educational activity, enters into a dialogue with the teacher, performs creative, problematic tasks. The student establishes individual contact with the teacher, but not with other members of the group. Such techniques occupy today the main place in seminars and in the process of doing independent work.

With a change in socio-economic conditions, human labor activity is being transformed, which actualizes the problem of finding new approaches to improving the education system. A person must have the appropriate abilities, knowledge and skills to master technological innovations. A modern specialist should be able to work in a team, make both independent decisions and coordinated with the team. In this regard, modern teaching methods are characterized by the fact that students work individually and in a team.

Traditional teaching methods provide training for the student to perform certain functions based on known algorithms (norms) for performing activities. But in order to perform complex functions productively in constantly changing socio-economic conditions, a person needs to apply a creative approach to solving problems. Therefore, students should not only acquire knowledge and skills, but also gain experience in creative activity and the necessary personality traits, such as independence, collectivism, responsibility, mobility, and creativity. It is important for students to develop a critical attitude to information, the ability to make optimal decisions, to develop a sense of solidarity, community, and involvement in a common cause. To achieve such goals, it is necessary to choose methods that are based on constructive, partnership relationships, and the formation of knowledge and skills occurs in the process of interaction between the teacher and students as subjects of the pedagogical process.

The above requirements are met interactive methods training, which are based on the organization of creative communication between the participants of the pedagogical process.

A feature of interactive teaching methods is that communication is organized not only between the teacher and students, which is typical for traditional teaching methods, but also between all students.

The main concept that defines the main feature of interactive teaching methods is the concept of " interactive "(from English interact - interact; be in interaction, act, influence each other).

However, interaction, being a fundamental element of any educational activity, is present to a greater or lesser extent when using almost any of the teaching methods. Then what is the feature of interactive teaching methods? For a clear definition of this concept, it is necessary to turn to the ideas of interactionism - a theoretical and methodological trend in foreign sociology and social psychology.

The American sociologist and social psychologist George Mead, who is the founder of interactionism, considered the development of society and the social individual (social "I") in an inseparable unity. He believed that the origin of the "I" is entirely social, and its main characteristic is the ability to become an object of self-observation, self-reflection and self-control. Representatives of later interactionism (M. Kuhn, T. Shibutani), exploring the nature of social processes, saw in their basis the development and change of social meanings, the constant definition and redefinition of situations of interaction by their participants.

Interactivity is understood not just as a process of mutual influence, but as a specially organized cognitive activity that has a pronounced social orientation.

Conclusion.Interactive methods can only include those teaching methods that organize the process of social interaction, on the basis of which the participants have some kind of “new” knowledge that was born directly in the course of this process.

Interactive methods involve joint learning (learning in collaboration), that is, students and the teacher are the subjects of learning. At the same time, all participants in the educational process interact with each other, exchange information, jointly solve problems, model situations, evaluate the actions of others and their own behavior. Students are immersed in a real atmosphere of business cooperation to resolve problems.

Interactive techniques allow you to use not only the consciousness of a person, but also his feelings, emotions, volitional qualities. This allows you to increase the percentage of assimilation of the material.

The main advantages of interactive teaching methods include: a high level of assimilation of information through an emotional and value attitude to activity; formation of skills to listen and hear; learning through mutual exchange of experience; activation of thinking; personal growth; formation of teamwork skills, increasing the activity of everyone; setting new problems; creating situations of uncertainty for participants, etc.

The disadvantages include the following: there is a risk of clash of personal ambitions; high competence of the teacher (trainer) is required; long duration, etc.

Interactive teaching methods are characterized by somepeculiarities, associated with the activities of the teacher and students.

Self-determination of students based on intrinsic motivation. In activity, intrinsic motivation determines the purposeful nature of the actions of students and acts as an active incentive for development and achievement of success.

Building a strategy for your own learning activities. A strategy is an image of organizational actions and management approaches used to carry out independent activities. In the learning process, the student acts as a full-fledged subject of activity and at the same time he develops a strategy for his activity: forecasting, goal setting, determining short-term and long-term tasks and ways to achieve them.

Achieving success. It is important to organize a positive psychological climate that provides the joy of learning in the process of performing creative independent and collective activities. The desire of students to achieve success is an important incentive for self-improvement and self-development. It is known that the pedagogical situation is an integral part of the learning process, characterizing its state at a certain time and in a certain space. Situations are always specific, they are created or arise in the process of learning and, as a rule, are resolved immediately. The situation of success is such a purposeful, organized combination of conditions under which it is possible to achieve significant results in human activity. Success is the experience of a state of joy, satisfaction from the fact that the result that a person strives for in his activity coincided with his expectations. Success can be short-term, frequent, long-term, momentary, sustainable, significant. Success situations are designed in advance by the teacher or can be created in the learning process.

Creative communication. Creative communication between students is aimed at creating a collective product (intellectual, material). Creative communication is a complex process of establishing and developing contacts between the subjects of the pedagogical process, generated by the needs of joint activities and including the exchange of information, the development of a unified interaction strategy, the perception and understanding of another person. Within the framework of the dialogue, an individual opinion is expressed on a specific issue and a collective solution is developed.

Creation of problematicsituations. The solution of problem situations is characterized by the greatest emotional intensity, disputes, discussions, clash of different opinions. The solution of problem situations is possible if there is a reliance on the individual characteristics of students, their intuition, fantasy, and freedom of argument. In the process of discussing and justifying the choice of a solution to the problem, students come to "insight".

Organizationcollective and individual self-government. Distribution of managerial functions between all subjects of the learning process. In the learning process, the teacher delegates some managerial functions to the students, while collective and individual self-government is carried out. Effective teams are created, the algorithm of their work is determined, roles and functions are distributed, and methods of interaction between the subjects of activity are chosen.

The exercise of self-control. The implementation of self-control by students in the process of learning activities is associated with the manifestation of activity and independence. Self-control is based on a feedback system that makes it possible to evaluate and regulate activities. In the course of self-control, students perform mental and practical actions for self-assessment, correction and improvement of their work.

positive evaluation. Positive evaluation is the absence of negative evaluations. Students identify and evaluate their own achievements in the performance of educational tasks.

Reflective attitude to activity. As noted by V. I. Slobodchikov and E. I. Isaev, it is reflection that is “the central phenomenon of human subjectness”. Carrying out the reflection of activity, the student reveals his own reserves, opportunities, driving forces and contradictions. The student comprehends the intent and consequences of the need to change actions.

It can be concluded that a feature of interactive teaching methods is that the subject's assimilation of new information, new experience, new personality traits occurs in the mode of individual and collective activity based on self-organization and self-government.

– identification, satisfaction and development of personally, socially and professionally significant needs and interests of students;

- development of students' abilities, their critical thinking, creativity and mobility;

- positive impact on the emotional, volitional, intellectual spheres of the personality;

- implementation of cultural, activity, personality-oriented approaches in the educational process;

- the formation of gnostic, project-constructive, organizational, communicative and reflective skills in students;

- organization of creative communication, since communication generates a process of exteriorization, in which thought is objectified and becomes available for reflection and criticism;

– formation and development of the subjective position;

- fostering a responsible attitude to one's own activities on the basis of reflection.

Classification of interactive teaching methods

There are the following groups of interactive teaching methods:

- non-imitation;

- simulation (game and non-game simulation methods of teaching).

To n simulation teaching methods include the following : problem seminar, thematic discussion, brainstorming, round table, etc.

When using simulation teaching methods, an unrealistic environment or situation is created, which helps students to adapt to the real professional environment.

Tonon-gaming imitation teaching methods refer the following: solving production and situational problems and exercises, case method, microsituation method, incident method, game design, information maze, group discussions, watching videos of games with analysis and discussion, modeling specific problems, etc.

To playful imitation teaching methods include the following: “acting out” the situation in roles, simulation games, role-playing, business, organizational and activity, innovative, search and approbation, problem-based business games, creative interactive methods (the synectics method, the association method, the Delphi method), computer game simulation methods, etc.

The need to use interactive teaching methods can be explained by the fact that no more than 20% of information is assimilated during the lecture presentation of the material, 75% during discussion training, and about 90% of information is assimilated when conducting, for example, a business game.

Models of interaction between participants

pedagogical process

Learning is considered as a joint activity of a teacher and students, that is, learning as a process becomes more complicated in comparison with teaching due to the inclusion of the activities of a teacher who manages the activities of students. Management as a process of information impact of the subject on the object, aimed at achieving the goals of the subject. The subject of management must know the state of the object in order to be able to correct the management impact. Ideally, the goals of the subject and the object may coincide.

Taking into account the fact that different teaching methods are based on the use of different managerial models of interaction between the teacher and students, we can consider mteaching method as a system of methodological techniques and rules for effective interaction between the subjects of the pedagogical process based on determining their responsibility and efforts to achieve didactic goals and objectives.

For example, the management model within traditional teaching methods is built on the basis of subject-object interaction (Figure 1).

Picture 1– Typical contour of pedagogical management

within traditional teaching methods

This management model can be called directive. Managed by one person - a teacher. He makes decisions, coordinates and controls the activities of students. But at the same time, the quality of education will mainly depend on the information that the teacher has, on his ability to make optimal decisions in various pedagogical situations. On the one hand, such a management model is simple and efficient, but, on the other hand, it leads to a decrease in the level of motivation and activity of students.

The directive model of pedagogical management is not effective enough because the object of management is the student, his learning activity, and this is a complex object that can be in several stable states and move from one state to another.

In the process of learning, the student acquires new knowledge, skills, needs, norms, values, develops his abilities. The process of cognition, which underlies the teaching, refers to processes with internal determination. Therefore, at the present stage, interactive teaching methods are increasingly being used, which allow taking into account the personally, socially and professionally significant needs and interests of students, their own experience and creative potential.

Management models within the framework of interactive teaching methods are based on the organization of individual and collective self-government, since the distribution of management functions is carried out among all participants in the pedagogical process. We call this management model cooperative.

Individual self-government assumes that students become full-fledged subjects of educational activity. In the process of self-government, they carry out the following activities: forecasting the results of their activities; goal-setting (conscious self-change: I will know, I will understand, I will decide); planning; self-organization and self-regulation of their own activities; analysis of the results of their activities and self-control; evaluation of the results of their activities; reflection. It must be taken into account that the student will become the subject of educational activity only if there are internal personally, socially and professionally significant motives, and only if self-development and self-education on the basis of a reflexive attitude to his activity becomes a value for him. There is no doubt that in this case the morale of students and the degree of their satisfaction is much higher than in the framework of the directive management model.

In addition to individual self-government, it is also advisable to single out the level of collective self-government, when there is an active exchange of information and decisions are made collectively. There is an opportunity for everyone to participate in the discussion of problems, freely express individual opinions, and reflect their position within the framework of the dialogue.

Dialogue - (Greek dialogos - conversation) - informative and existential interaction between the communicating parties, through which understanding occurs.

This model is embodied in the mode of collective activity, where everyone is functionally connected with each other by a common cognitive interest. The team becomes a mechanism for the development of the individual. The success of the common search is determined by the intellectual, organizational, moral efforts of each.

The managerial resource within the framework of interactive teaching methods is the intellectual potential of students, their needs and interests.

A typical outline of pedagogical management within the framework of interactive teaching methods is shown in Figure 2.

teacher			Definition problematic					Intellectual student resource, their professionally, socially and personally significant needs and goals
				Working out common purpose
Organization, motivation activities students, pedagogical observation				Search and cognitive activity (formation individual creative products)			- self-determination of students, their vision of the problem; - collection of information; – search for solutions, “brainstorming”; - decision-making
				Presentation of reports
				Expertise and reflection
				Adoption collective solutions
Collective intellectual (material) product, new professionally, socially and personally significant learner needs and goals

Figure 2– Typical control loop within interactive

teaching methods

The problem of managing the pedagogical process is determined by the fact that the student team is a complex hierarchy of groups and individuals with their inherent interests and goals. The goals of learners often contradict each other and are unstable. When solving problems in a group, differentiation arises due to the individual characteristics of each member of the group. Some of them have "broad" knowledge and are able to find analogies from other problem areas. Others fulfill certain roles, such as "critics", "generators of ideas". The optimal solution to a problem that satisfies all members of the group is achieved through conflict.

In this case, the goals of pedagogical management are as follows: involving all students in an internally motivated purposeful educational and cognitive activity and increasing communicative relations between students, which will lead to the emergence of different opinions and ideas, fluctuations (deviation from the norm) and increase the efficiency of the learning process.

The basis of this model is the management of the process of assimilation of culture by students, during which the internal needs, abilities, and consciousness of everyone develop. Goals, content, methods of activity are determined by the teacher and students together, taking into account their interests and abilities. The main goal of the teacher is to teach the student activities. The teacher organizes the interaction of students in the cognitive process, while consciously creating such a social infrastructure that makes them need to act according to the norms of social relations.

Equal, democratic interaction in cognition stimulates everyone's desire to show initiative and creativity. At the same time, the attitude towards another person as a person changes significantly: alienation, indifference give way to interest, mutual understanding, and ownership.

2.1. Round table, discussion, debate

2.2. Brainstorming (brainstorm, brainstorming)

2.3. Business and role-playing games

2.4. Case-study (case study, situational analysis)

2.5. Master Class

OTHER INTERACTIVE METHODS

BIBLIOGRAPHY

1. General Provisions

In education, three forms of interaction between the teacher and students have developed, established themselves and become widespread, which, for clarity, will be represented by diagrams.

1. Passive Methods

2. Active Methods

3. Interactive Methods

Each of them has its own characteristics.

Passive Method

Figure 1.1 Passive Method

Passive Method (Fig. 1.1) is a form of interaction between a teacher and a student, in which the teacher is the main actor and manager of the course of the lesson, and students act as passive listeners, subject to the directives of the teacher. Communication between the teacher and students in passive classes is carried out through surveys, independent, tests, tests, etc. From the point of view of modern pedagogical technologies and the effectiveness of students learning the educational material, the passive method is not very effective, but despite this, it also has some advantages. . This is a relatively easy preparation for the lesson on the part of the teacher and the opportunity to present a relatively large amount of educational material in the limited time frame of the lesson.

active method

Figure 1.2 active method

active method (Fig. 1.2) is a form of interaction between students and the teacher, in which they interact with each other during the lesson and the students here are not passive listeners, but active participants, students and the teacher are on an equal footing. If passive methods implied an authoritarian style of interaction, then active methods more suggest a democratic style.

Many between active and interactive methods put an equal sign, however, despite the generality, they have differences. Interactive methods can be seen as the most modern form of active methods.

interactive method

Figure 1.3 interactive method

interactive method (fig.1.3). Interactive (“Inter” is mutual, “act” is to act) means to interact, to be in a conversation mode, a dialogue with someone. In other words, unlike active methods, interactive ones are focused on a wider interaction of students not only with the teacher, but also with each other and on the dominance of student activity in the learning process. The place of the teacher in interactive classes is reduced to the direction of students' activities to achieve the goals of the lesson. The teacher also develops a lesson plan (usually, these are interactive exercises and tasks during which the student studies the material).

Interactive learning is a special form of organizing cognitive activity. It implies very specific and predictable goals. Target consists in creating comfortable learning conditions under which the student or listener feels his success, his intellectual viability, which makes the learning process itself productive, to provide knowledge and skills, and also to create a basis for working on solving problems after the training is over.

In other words, interactive learning is, first of all, interactive learning, during which interaction is carried out between the student and the teacher, between the students themselves.

The tasks of interactive forms of education are:

awakening students' interest;

effective assimilation of educational material;

students' independent search for ways and options for solving the set educational task (choosing one of the proposed options or finding their own option and justifying the solution);

establishing influence between students, learning to work in a team, to be tolerant of any point of view, to respect the right of everyone to freedom of speech, to respect his dignity;

formation of students' opinions and attitudes;

formation of life and professional skills;

reaching the level of the student's conscious competence.

When using interactive forms, the role of the teacher changes dramatically, ceases to be central, he only regulates the process and deals with its general organization, prepares the necessary tasks in advance and formulates questions or topics for discussion in groups, gives advice, controls the time and order of the implementation of the plan. Participants turn to social experience - their own and other people's, while they have to communicate with each other, jointly solve tasks, overcome conflicts, find common ground, make compromises.

To solve educational and educational tasks, the teacher can use the following interactive forms:

Round table (discussion, debate)

Brainstorming (brainstorm, brainstorming)

Business and role-playing games

Case-study (case study, situational analysis)

Master Class

In these guidelines, the leading interactive forms of education are proposed for consideration. There are other types of interactive learning (Take a position, Decision Tree, Pops formula, trainings, Socratic dialogue, group discussion, interactive tour, video conference, focus group, etc.) that can be used. in the process of teaching students. In addition, the teacher of the department can use not only the currently existing interactive forms, but also develop new ones, depending on the purpose of the lesson, i.e. actively participate in the process of improvement, modernization of the educational process.

It should be noted that in the course of preparing a lesson based on interactive forms of learning, the teacher faces the question not only of choosing the most effective and appropriate form of teaching for studying a particular topic, but also opens up the possibility of combining several teaching methods to solve a problem, which, of course, contributes to a better understanding of students. It seems appropriate to consider the need to use different interactive forms of learning to solve the problem.

Principles of work in an interactive lesson:

the lesson is not a lecture, but a common work.

all participants are equal regardless of age, social status, experience, place of work.

Each participant has the right to his own opinion on any issue.

there is no place for direct criticism of the personality (only an idea can be criticized).

everything said in the lesson is not a guide to action, but information for reflection.

The algorithm for conducting an interactive lesson:

1. Preparing a lesson

The facilitator (curator, teacher) selects a topic, situation, defines definitions (all terms, concepts, etc. must be equally understood by all students), selects a specific form of interactive lesson that can be effective for working with this topic in this group .

When developing an interactive lesson, we recommend paying special attention to the following points:

1) Participants of the lesson, choice of topic:

age of participants, their interests, future specialty.

time frame for the lesson.

whether there have been classes on this topic in this student group before.

the group's interest in the activity.

2) List of prerequisites:

The purpose of the lesson must be clearly defined.

handouts prepared.

technical equipment provided.

participants are identified.

the main questions and their sequence are defined.

selected practical examples from life.

3) What should be in the preparation of each lesson:

clarification of the problems to be solved.

designation of the prospects for the implementation of the acquired knowledge.

definition of a practical block (what the group will do in the lesson).

4) Handouts:

lesson program.

handouts should be adapted to the student audience (“Write for the audience!”).

material must be structured.

the use of graphs, illustrations, diagrams, symbols.

2. Introduction:

Message about the topic and purpose of the lesson.

- the participants get acquainted with the proposed situation, with the problem on which they have to work, as well as with the goal that they need to achieve;

- the teacher informs the participants about the framework conditions, the rules of work in the group, gives clear instructions on the limits within which the participants can act in the lesson;

– if necessary, you need to introduce the participants (if the lesson is intergroup, interdisciplinary);

– to achieve an unambiguous semantic understanding of terms, concepts, etc. To do this, with the help of questions and answers, it is necessary to clarify the conceptual apparatus, working definitions of the topic under study. A systematic refinement of the conceptual apparatus will form students' attitude, the habit of operating only with well-understood terms, not using obscure words, and systematically using reference literature.

Sample rules for working in a group:

to be active.

respect the opinion of the participants.

be benevolent.

be punctual and responsible.

do not interrupt.

be open to interaction.

be interested.

seeks to find the truth.

adhere to the regulations.

creativity.

respect the rules of the group.

3. Main part:

Features of the main part are determined by the chosen form of the interactive lesson, and includes:

3.1. Clarification of the participants' positions;

3.2. Segmentation of the audience and organization of communication between the segments (This means the formation of target groups according to the commonality of the positions of each of the groups. Similar opinions of different participants are combined around a certain position, the formation of common directions for developing questions within the topic of the lesson and a set of groups with different positions is created from the audience. Then - organization of communication between segments.This step is especially effective if the lesson is conducted with a sufficiently large audience: in this case, segmentation is a tool to increase the intensity and effectiveness of communication);

3.3. Interactive positioning includes four stages of interactive positioning: 1) finding out a set of audience positions, 2) comprehending the content common to these positions, 3) rethinking this content and filling it with new meaning, 4) forming a new set of positions based on a new meaning)

4. Conclusions (reflection)

Reflection begins with the concentration of the participants on the emotional aspect, the feelings that the participants experienced during the lesson. The second stage of the reflexive analysis of the lesson is evaluative (the attitude of the participants to the content aspect of the methods used, the relevance of the chosen topic, etc.). The reflection ends with the general conclusions that the teacher makes.

Sample list of questions for reflection:

what made the biggest impression on you?

what helped you in the course of the lesson to complete the task, and what hindered you?

Is there anything that surprised you during the session?

what guided you in the decision-making process?

Were the opinions of the group members taken into account when performing their own actions?

how do you evaluate your actions and the actions of the group?

If you were to play this game again, what would you change in your behavior patterns?

Interactive learning allows you to solve several problems at the same time, the main of which is the development of communication skills. This training helps to establish emotional contacts between students, provides an educational task, because it teaches you to work in a team, listen to the opinions of your comrades, provides high motivation, strength of knowledge, creativity and imagination, sociability, an active life position, the value of individuality, freedom of expression, an emphasis on activity, mutual respect and democracy. The use of interactive forms in the learning process, as practice shows, relieves the nervous load of students, makes it possible to change the forms of their activity, switch attention to the key issues of the topic of the lesson.

The teacher of the department needs to delve deeply into this type of education. The application and preparation of students for one or another interactive form of education to study a particular discipline (the topic of the lesson) should be reflected in the work program of the discipline and in the guidelines for preparing for the lesson in an interactive (specific) form.

Pedagogical sciences/5. Modern teaching methods

Adilbekova A.K.

North-Kazakhstan State University named after M. Kozybaev, Republic of Kazakhstan

Interactive teaching methods and their classification

In order to better understand the essence of interactive methods, let's look at diagrams that will help us to see the differences between passive, active and interactive methods.

Fig.1 - Passive method

Passive Method(Fig. 1) is a form of interaction between students and the teacher, in which the teacher is the main character and manager of the lesson, and students act as passive listeners, subject to the teacher's directives. Communication between the teacher and students in passive lessons is carried out through surveys, self-study, tests, tests, etc.

Rice. 2 - Active method

active method(Fig. 2) is a form of student-teacher interaction in which the teacher and students interact with each other during the lesson. Students here are not passive listeners, but active participants in the lesson. If in a passive lesson the teacher was the main actor and manager of the lesson, then here the teacher and students are on an equal footing. If passive methods implied an authoritarian style of interaction, then active methods more suggest a democratic style. Many between active and interactive methods put an equal sign, however, despite the generality, they have differences. Interactive methods can be seen as the most modern form of active methods.

Rice. 3 - Interactive method

interactive method (Fig. 3). Interactive (“Inter” is mutual, “act” is to act) - means to interact, is in the mode of conversation, dialogue with someone. In other words, unlike active methods, interactive ones are focused on a wider interaction of students not only with the teacher, but also with each other and on the dominance of student activity in the learning process. The place of the teacher in interactive lessons is reduced to the direction of students' activities to achieve the goals of the lesson. The teacher also develops a lesson plan (usually, these are interactive exercises and tasks during which the student studies the material).

Therefore, the main components of interactive lessons are interactive exercises and tasks that are performed by students. An important difference between interactive exercises and tasks from the usual ones is that by doing them, students not only and not so much reinforce the already studied material, but learn new ones.

Interactive learning methods: Interactive games; couples and groups; "Brainstorm"; "General discussion"; projects; seminars; "General hubbub"; word associations; everyone teaches everyone; "Mosaic" ("Openwork saw").

Game classification:

- By field of activity: intellectual, social, psychological, physical, labor;

- By gaming environment: computer, technical, desktop, television;

- According to the game method : subject, plot, role-playing, business, imitation, dramatization;

- By the nature of the pedagogical process : teaching, cognitive, reproductive, creative, generalizing, diagnostic, training, controlling, developing.

Role-playing game. An entertainment game, a type of dramatic action, the participants of which act within the roles they have chosen, guided by the nature of their role and the internal logic of the action environment, together create or follow an already created plot. The success of the participants in the game is determined in accordance with the accepted rules. Players are free to improvise within the chosen rules, determining the direction and outcome of the game.

Its purpose is to visually present, see, revive the circumstances or events familiar to the students.

business game- imitation of a real process in the game with the help of a model. Its features are:

The difference in the interests of the participants in the game;

The presence of a common game goal;

Implementation of the decision chain;

Using a flexible time scale.

Couples and groups.This is one of the most popular methods, as it gives all students (including shy ones) the opportunity to participate in the work, practice skills of cooperation, interpersonal communication (in particular, the ability to actively listen, develop a common opinion, resolve disagreements), which often sometimes impossible in a large group.

Working in pairs and groups gives students more opportunities to participate and interact.Groups can be formed arbitrarily, at the request of students, but most often when planning group work in a lesson, the teacher divides the class into groups in advance, taking into account the level of learning skills, student success and the nature of interpersonal relationships.

When organizing group work, you should pay attention to the following aspects:

You need to make sure that students have the knowledge and skills necessary to complete the group task. With a lack of knowledge, students will not make efforts to complete the task;

You should try to make your instructions as clear as possible;

Record instructions on the board and/or cards;

Give the group enough time to complete the task.

"Brainstorm". This is an operational method of solving a problem based on stimulating creative activity, in which the participants in the discussion are asked to express the largest number of solutions, including the most fantastic ones. Then, from the total number of ideas expressed, the most successful ones are selected that can be used in practice. This technique can be used to solve a specific problem or find an answer to a question.

General (training) discussion. An educational discussion is a purposeful, collective discussion of a specific problem, accompanied by an exchange of ideas, judgments, and opinions in a group.

Types of discussions:

- Thematic:the questions discussed are related to the topic of the lesson;

- Biographical: focused on the individual past experience of the participant;

- Interactive: the structure and content of relations that develop "here" and "now" are discussed.

Project activity. Independent study of various topics, conducted by students for a certain time.This technique can be used to change the value orientations of students, improve the climate in the team, individualize and differentiate learning.It is better to use it when children can already perform independent search, that is, at an older age.

"General bullshit".A technique used to change the pace of the lesson, a kind of physical education minute, the possibility of communication in pairs or groups.

Painting.The technique is used to develop:

observation;

Collaboration skills;

Imagination.

Method "everyone teaches everyone" can be used when learning new material or when generalizing basic concepts and ideas. The essence of this method is that students teach each other in pairs of shifts. Teaching each other is one of the most effective ways to assimilate information on a subject and put into practice important skills and abilities to explain difficult material, ask questions, listen, communicate, etc. Students will also be able, with the help of their comrades, to review the big picture of concepts and facts that must be studied during the lesson, the lesson, which, in turn, will raise questions and increase interest. Thus, this method initiates interest, encourages asking additional questions, enables students to take an active part in the learning process and share their knowledge with classmates.

Classification of interactive teaching methods

According to Yu.S. Arutyunov- based on the presence of specified models of activity and the presence of roles.

Table 1. Classification of interactive teaching methods

Non-imitation	simulation
	non-fiction	gaming
Problem learning	Case Study	business game
Practical lesson	Simulation exercises	Game design
Seminar	Action according to instructions	role playing
Discussion
Problem lecture
Conference

According to O.S. Anisimov- based on the result provided:

- traditional - lectures, seminars, practical classes, trainings (provide the function of broadcasting);

- new (imitation) - (ensure the strengthening of the role of thinking and the development of motivation of trainees);

- the latest - innovative games, organizational-activity games, organizational-thinking games (ensure the formation of an intellectual culture and a culture of self-development).

According to S.S. Kashlev- at the core - the leading function in pedagogical interaction:

- methods of creating a favorable atmosphere, organizing communication;

- methods of organizing the exchange of activities;

- methods of organizing mental activity;

- methods of organizing meaning creation;

- methods of organizing reflexive activity;

- integrative methods (interactive games).

According to D.V. Chernilevsky and N.V. Borisova - at the core: the presence of a model and the presence of roles:

Simulation - simulation or simulation-game modeling, i.e. reproduction under learning conditions with one or another measure of the adequacy of the processes occurring in a real system (game and non-game forms and methods);

Non-imitation - building models of the phenomenon under study (discussions, brainstorming, etc.).

So, interactive forms and teaching methods show new opportunities related, first of all, to the establishment of interpersonal interaction through external dialogue in the process of assimilation of educational material. Between students in a group, certain interpersonal and mutual relations arise; and the success of their educational activities largely depends on what they will be.

Literature:

1 Abylkasymova A.E., Ushurov E.A., Omarova R.S. The development of the system of general secondary education in the modern world. Textbook. - Almaty.: SIC " Gylym", 2003. - 112 p.

2 www.letopisi.ru/

3 Arutyunov Yu.S. On the classification of active teaching methods // V Interdepartmental School-Seminar on Intensive Teaching Methods. - Riga, 1983. - P.11-15.

4 Korneeva L.I. Modern Interactive Teaching Methods: Foreign Experience// University Management.-2004.-№4.- P. 78-83.

5 Internet encyclopedia. Interactive teaching methods. www.wikipedia.ru/

6 Innovative teaching methods in higher education: a teaching aid / Gusakov V.P., Pustovalova N.I., Khrushchev V.A., Kartashova E.B., Isakova E.K. – Petropavlovsk: NKGU im. M. Kozybaeva, 2007. - 92p.

1

Analyzed traditional approaches to the preparation and conduct of training sessions and non-traditional: active and interactive. The factors contributing to the improvement of the educational and cognitive process at the university are determined. The definitions of the concepts: "active learning", "interactive learning" are considered. Examples of classifications of interactive teaching methods are given. Various interactive forms of the educational and cognitive process are presented. An algorithm for conducting an interactive lesson is proposed, rules are considered, a list of necessary conditions that affect the effectiveness of student learning at a university. It has been established: interactive learning contributes to the development of communication skills, helps to establish emotional contacts between students, teaches to work in a team, expands the range of educational opportunities.

educational process

communication environment

teaching methods

activation of educational and cognitive activity

interactive forms of classes

active

1. Active and interactive educational technologies (forms of conducting classes) in higher education: textbook / comp. T.G. Mukhin. - Nizhny Novgorod: NNGASU. - 2013. - 97 p.

2. Dvulichanskaya N. N. Interactive teaching methods as a means of forming key competencies // Electronic scientific and technical publication "Science and Education". - 2011. - No. 4 [Electronic resource] http://technomag.edu.ru/doc/172651.html (date of access: 04/28/2014).

3. Kruglikov VN Active learning in a technical university: theory, technology, practice. - St. Petersburg. : VITU, 1998. - 308 p.

4. Panina T.S., Vavilova L.N. Modern ways of activating learning. - 4th ed., Sr. - M. - 2008. - 176 p.

5. Panfilova A.P. Innovative pedagogical technologies: Active learning: textbook. allowance for students. higher textbook establishments. - M.: Publishing Center "Academy". - 2009. - 192 p.

6. Solodukhina, O.A. Classification of innovative processes in education // Secondary vocational education. - 2011. - No. 10. - P.12 -13.

The Federal State Educational Standard of Higher Professional Education (FGOS VPO) imposes among the many requirements for the educational process - the use of active and interactive forms of classes in order to form and develop the professional skills of students. It is noted that the proportion of such classes is determined by the content of specific disciplines and in general amounts to 20-25 percent of classroom classes in many areas of training.

The purpose of this study is to determine the most effective teaching methods that contribute to the activation of educational and cognitive activities of university students. To begin with, we should consider the concepts of "active" and "interactive" teaching methods.

The educational process using active and interactive methods, unlike traditional classes, where the student is a passive listener, is built on the basis of the inclusion of all students in the group without exception, and each of them makes his own individual contribution to solving the problem through an active exchange of knowledge. ideas, ways of doing things. Unfortunately, today there is no clear distinction between active and interactive teaching methods, the same types of methods are classified as both active and interactive, therefore there is no clear classification of interactive teaching methods.

According to researcher V.N. Kruglikova, active learning is such an organization and conduct of the educational process, which are aimed at the full activation of the educational and cognitive activity of students through the widespread use of both didactic and organizational and managerial means and methods of activation.

Researcher A.P. Panfilova offers her own classification of interactive teaching methods:

1. Radical - the desire to rebuild the educational process based on the use of computer technology (distance learning, virtual seminars, conferences, games, etc.).
2. Combinatorial - a combination of previously known elements (lecture-dialogue, lecture for two, etc.).
3. Modifying (improving) - improving, supplementing the existing teaching methodology without significantly changing it (for example, a business game).

Researchers T.S. Panina, L.N. Vavilov classify interactive teaching methods into three groups:

1. Debating: dialogue; group discussion; analysis of situations from practice.
2. Game: didactic and creative games, including business and role-playing, organizational and activity games.
3. Training: communicative trainings; sensitive trainings (aimed at the formation of figurative and logical spheres of consciousness).

The introduction of interactive forms of education is one of the most important areas for improving the training of students in a modern university, where the teacher shows not only his competence and erudition, but also knows how to captivate students with new forms of educational and cognitive activity. For this, individual, pair and group work is organized, project activities are used, role-playing games are held, work is carried out with documents and various sources of information. The teacher creates such an environment of educational communication that will facilitate the business interaction of participants in the course of mutual evaluation and control.

Interactive(“Inter” - mutual, “act” - act) means to interact, to be in a conversation mode, a dialogue with someone. In other words, unlike active methods, interactive ones are focused on a wider interaction of students not only with the teacher, but also with each other. The teacher, as before, develops the plan and content of the lesson, using interactive methods in order to present new material in the most interesting and effective way.

Interactive methods are based on the principles of interaction, student activity, reliance on group experience and mandatory feedback. The teacher in such a lesson acts as an assistant in the research work of students. The activity of the teacher gives way to the activity of students, his task is to create conditions for their initiative. Participants actively communicate with each other, jointly solve tasks, overcome conflicts, find common ground, make compromises. The organization of the lesson is carried out by the teacher in advance, tasks and questions for discussion in groups are carefully selected.

Interactive learning is a special form of organizing cognitive activity. It implies very specific and predictable goals. the main objective consists in creating pedagogical conditions for studying at a university, under which the student can become confident in his intellectual viability, which makes the learning process itself productive. In other words, interactive learning is, first of all, interactive learning, during which interaction is carried out between the student and the teacher, as well as between the students themselves:

The tasks of interactive forms of education are:

• awakening students' interest in learning;
• effective assimilation of educational material;
• students' independent search for ways and options for solving the set educational task (choosing one of the proposed options or finding their own option and justifying the solution);
• learning to work in a team: showing tolerance for different points of view, respecting the rights of everyone to freedom of speech;
• the formation of students' own opinions based on certain facts;
• reaching the level of the student's conscious competence.

The most common among teachers are the following interactive forms:

• round table (discussion, debate);
• brainstorming (brainstorm, brainstorming);
• case-study (analysis of specific situations, situational analysis);
• master classes;
• work in small groups;
• educational games (role-playing, simulation, business, educational, etc.);
• use of public resources (invitation of a specialist, excursions);
• social projects and other extracurricular forms of education (competitions, films, performances, exhibitions, etc.);
• interactive lecture using video and audio materials;
• Socratic dialogue;
• discussion of complex and debatable issues and problems (take a position, scale of opinions, POPS formula);
• "decision tree", "case analysis", "negotiations and mediation", "ladders and snakes";
• trainings, etc.

It should be noted that in the course of preparing a lesson based on interactive forms of education, the teacher faces the question not only of choosing the most effective form of education for studying a particular topic, but also of the possibility of combining teaching methods, which undoubtedly contributes to the most profound understanding of the topic. In doing so, it is necessary to rely on the following methodological principles:

• an interactive lesson is not a lecture, but a joint work of students on a specific problem;
• all participants in the educational process are equal regardless of age, social status, experience, place of work;
• Each participant has the right to his own opinion on the issue under study.
• criticism of a person is unacceptable (only an idea or incorrect information can be criticized).

The algorithm for conducting an interactive lesson:

1. Preparing the lesson

The facilitator selects the topic, situation, defines definitions. When developing an interactive lesson, we recommend paying special attention to the following components:

• age of participants, their interests, future profession;
• the time frame for the lesson;
• the group's interest in the activity.

2. List of prerequisites:

• a clear definition of the purpose of the lesson;
• clarification of the problems to be solved;
• preparation of the lesson program;
• preparation of handouts;
• provision of technical equipment;
• selection of the main questions, determination of their sequence;
• selection of practical examples from life;
• the use of graphs, illustrations, diagrams, symbols;
• trusting, positive relationships between students;
• variety of forms and methods of providing information, forms of activity of students, etc.

Introductory lesson consists of a message about the topic and the purpose of the lesson . Participants get acquainted with the proposed situation, with the problem, on the solution of which they have to work, set a goal, define tasks. The teacher informs the participants about the conditions, gives clear instructions about the rules for working in groups. If there is a need, then you need to introduce the participants (if the lesson is intergroup, interdisciplinary).

During the lesson, one should achieve an unambiguous semantic understanding of terms, concepts, etc. To do this, with the help of questions and answers, one should clarify the conceptual apparatus, the working definition of the topic being studied. Timely clarification of the conceptual apparatus will form the habit of students to operate only with well-understood terms, avoid unfamiliar words or find out their meaning along the way, and systematically use reference literature.

3. Sample rules for working in a group:

• be active and friendly;
• do not interrupt interlocutors, respect the opinions of other participants;
• be open to interaction;
• strive to reach the truth;
• adhere to the rules;
• be creative, etc.

Peculiarities main part are determined by the chosen form of the interactive lesson. Determining the positions of the participants should be done very correctly. Interactive positioning of participants consists in understanding the content common to their positions, as well as in the formation of a new set of positions based on the facts and arguments presented.

4. Reflection It is carried out on the emotional aspect, the feelings that the participants experienced during the lesson. The required step is appraisal, which determines the attitude of the participants to the content aspect of the methods used, the relevance of the chosen topic, etc. The reflection ends with general conclusions made by the students with the help of the teacher's leading questions.

Sample questions for reflection:

• Did the discussion make an impression on you?
• Was there a situation that surprised you during the session?
• what guided you in the decision-making process?
• Did you take into account the opinions of other group members?
• how do you evaluate your actions and the actions of the group?
• What would you like to change in the organization of such classes?

Let's consider interactive teaching methods, which are preferred by university teachers, and note some of their features. The most popular among teachers are such methods as:

• work in small groups, which gives all students the opportunity to participate in the work of the group, practice the skills of cooperation, interpersonal communication, and resolve disagreements that arise;
• R ole game , during which the group members act out a scene with pre-assigned roles that reflect certain life situations;
• m ini lecture- one of the effective forms of presenting theoretical material, presented in a language accessible to students, while each term is necessarily defined with reference to authoritative authors and sources. At the end of the speech, there is a discussion of the questions that have arisen, as well as ways to use the information received in practice;
• R project development allows participants to mentally go beyond the audience and draw up a project of action on the issue under discussion, the main thing is that everyone has the opportunity to defend their project, to prove its advantage over others;
• "brainstorm",“brainstorming” (the “delphi” method) is a method in which any answer of students to a given question is accepted, while the assessment of the expressed points of view is not given immediately, but after all the speeches, the main thing is to clarify the awareness and / or attitude of the participants to a specific issue;
• lecture-together allows to distribute educational material of problematic content in the dialogical communication of two teachers, while professional discussions seem to unfold between different specialists, for example, a theorist and a practitioner, a supporter and opponent of a certain concept. This type of lecture makes students actively involved in the thought process, compare different points of view and their choice;
• lecture with pre-planned mistakes is aimed at the ability of students to detect errors, put them in the abstract and bring them up for discussion. Such a lecture, as a rule, performs not only a stimulating function, but also a control one;
• visualization lecture promotes the transformation of oral and written information into a visual form when using diagrams, drawings, drawings, etc. Such a lecture contributes to the successful solution of a problem situation, because. the mental activity of students is actively included with the widespread use of visualization, etc.

The study conducted by us showed that in the conditions of interactive learning, students experience an increase in the accuracy of perception, mental performance, there is an intensive development of the intellectual and emotional properties of the individual: stability of attention, observation, the ability to analyze and summarize. Interactive learning contributes to the development of communication skills of students, helps to establish emotional contacts between them, activates teamwork, and expands the range of educational opportunities.

Reviewers:

Zhukov G.N., Doctor of Pedagogical Sciences, Professor, Director of the branch of the Federal State Budgetary Educational Institution of Higher Professional Education "Russian State Vocational Pedagogical University", Kemerovo.

Petunin O.V., Doctor of Pedagogical Sciences, Professor, Head of the Department of Natural Science and Mathematical Disciplines of the State Educational Institution DPO (PC) "Kuzbass Regional Institute for Advanced Studies and Retraining of Educational Workers", Kemerovo.

Bibliographic link

Privalova G.F. ACTIVE AND INTERACTIVE LEARNING METHODS AS A FACTOR OF IMPROVING THE EDUCATIONAL AND COGNITIVE PROCESS AT THE UNIVERSITY // Modern Problems of Science and Education. - 2014. - No. 3.;
URL: http://science-education.ru/ru/article/view?id=13161 (date of access: 04/05/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"